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Please use this identifier to cite or link to this item:
http://hdl.handle.net/1803/3990
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| Title: | Reading on the ACT College Entrance Exam: What can we learn from students' practice test performance? |
| Authors: | Matthews, Rachel |
| Keywords: | ACT reading test |
| Issue Date: | 2010 |
| Publisher: | Vanderbilt University. Peabody College |
| ???metadata.dc.subject.lcsh???: | Universities and colleges -- Entrance examinations
American College Testing Program
English language -- Examinations, questions, etc.
ACT Assessment
Reading (Secondary) -- Ability testing -- United States |
| Abstract: | This study investigated students' strengths and weaknesses on the ACT reading subtest. The study focused on how the existing curriculum of a school might be enhanced to promote students' performance on the assessment. The study addressed four domains of education: learners, learning context, curriculum, and assessment. The participants in the study were 21 African American, 12th grade students who lived in a small, rural Delta town and attended a high-performing charter school. Students in the study took a practice ACT examination, and item performance was analyzed to determine trends. Based on this analysis, curriculum suggestions included support for reading comprehension; instruction of question-answer relationships, questioning the author, and text structure; and intensive vocabulary support. |
| Description: | Teaching and Learning Department capstone project |
| URI: | http://hdl.handle.net/1803/3990 |
| Appears in Collections: | Teaching & Learning Capstone Projects
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